Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 29/07/2014 23/01/2014

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early years provision

This inspection: 2 Previous inspection: 4 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are well supported with good teaching to acquire the skills and capacity to develop and learn effectively. They form close attachments and build good relationships, which fully promotes their well-being and independence.  The childminder safeguards and promotes children's welfare. She provides a safe, clean and stimulating learning environment that meets children's individual needs, helping them to make good progress in their learning and development.  The childminder effectively plans and organises the home environment, to ensure that every child receives an enjoyable and challenging learning and development experience.  Self-evaluation and action planning is effective as the childminder reflects on her practice and is proactive in seeking information, using this to make continual improvements.  Effective partnerships between the childminder and parents ensure children's individual needs are fully met, and learning at home is promoted and valued.

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It is not yet outstanding because

 There is scope to further develop the use of a range of teaching strategies, including asking open-ended questions, to enhance the already good opportunities for children to develop their thinking and learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed practice and interaction, between the childminder and children, during play and at snack time. She spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation, including parents' written comments, action plans, policies and procedures, and the suitability of all adults within the home.

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Inspection activities

 The inspector examined the children's learning and development records, in addition to observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is her assistant and two children aged nine and seven years in Middlesbrough. The whole of the ground floor and the rear garden is used for childminding. The childminder attends various activity and toddler groups. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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To further improve the quality of the early years provision the provider should:

 strengthen the use of a range of teaching strategies, such as asking open-ended questions, to develop children's thinking and learning, encouraging them to think about alternative ways of doing things.

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who attend

Children have many good opportunities to participate in a wide range of activities and experiences that effectively promote most aspects of their communication and language. They are well supported to speak and listen through stories, songs and lots of discussions. There is a mix of adult-led and child-initiated activities, allowing the children to make choices in what they would like to do with a particular resource. However, the childminder sometimes misses opportunities to extend children's thinking and learning as she does not always use a range of teaching techniques, such as asking open-ended questions, to encourage them to think about alternative ways of doing things. The childminder joins in with their play, where she observes and supports the children. She models how to use the resources, interacting effectively. As a result, the quality of teaching is good. She organises activities that follow children's current learning needs and their individual

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who attend

interests. Literacy is well supported through accessing a good range of attractively displayed books. Independence is well promoted through following simple tasks, such as hand washing before snack and after playing outside. The childminder takes children to toddler sessions and on various outings in the local area, where they learn about their own community. The childminder places a strong emphasis on children learning through play. She provides them with effective support to ensure they make good progress across all the areas of learning and development, taking into account their starting points. Any gaps in learning are quickly identified and their learning objective included in the individual planning to ensure that children make good progress. The childminder has high expectations of the children as she regularly completes observations, assessments and tracking documents. She uses this information effectively to recognise the children's

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who attend

achievements, track their progress and identify their next steps in learning. This documentation enables the childminder to detect and address any gaps in the children's learning and development. Consequently, children are being well prepared for the next stage in their learning.

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who attend

The childminder participates well in children's play as she joins in at their level and allows children to take the lead. As a result, children feel valued and respected. Children have good opportunities to play with a variety of different materials to develop their early writing skills. They enjoy being creative as they make marks using paints with a variety of brushes. They explore paint with their hands and fingers. Children show an early interest in literacy and reading as they look at books and listen well to the childminder as she reads the story. This is further enhanced through regular visits to the local group. The childminder effectively encourages children's physical development by providing activities where they can handle and manipulate resources and equipment. The children enjoy playing in the garden and visit the local park, where they can develop their physical skills on a larger scale. Resources are easily accessible and children are encouraged to make

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who attend

The childminder demonstrates a clear understanding of her responsibilities relating to the progress check between the age of two and three years. She shares this information with parents. The childminder completes learning journey records which include comments from parents, as they are encouraged to contribute to the children's learning and development. She provides verbal and written feedback at the end of each session, which ensures that parents are kept well informed. The childminder attends weekly community activities with the children to develop their social skills and confidence. Consequently, children are developing the skills needed for the next stage in their learning.

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The contribution of the early years provision to the well-being of children

Children form secure attachments and positive relationships with the childminder and her family. The childminder is kind and caring, and she responds sensitively to the children's individual needs. The children are happy and settled with the childminder, as they regularly sit on her knee for cuddles and look for reassurance when other adults are visiting. The childminder provides the children with a warm, friendly and welcoming environment. They have access to a good range of stimulating resources, helping to promote their development and supporting their emotional well-being. Effective settling-in procedures ensure that parents are involved from the beginning. The childminder works closely with parents during this time to share relevant information about their children, including likes, dislikes and care routines. As a result, children are well supported in their transition from home into the setting, which ensures the children settle quickly in their

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The contribution of the early years provision to the well-being of children

The childminder acts as a positive role model by reinforcing appropriate behaviour and providing clear guidance to the children. She uses a sensitive approach to managing behaviour to support the children to learn to share and take turns. As a result, children's behaviour is very good and they respond very well to the childminder as she uses constant praise and encouragement. This helps to develop their self-esteem and confidence. The childminder encourages the children to become independent and to learn to manage their own personal needs. This effectively develops their self-care skills and prepares them well for their eventual move to school.

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The contribution of the early years provision to the well-being of children

The childminder supports the children to learn about health and well-being. A good variety of balanced and nutritious meals and snacks are provided for the children, which helps to develop their understanding of a healthy diet and lifestyle. This is further promoted throughout the children's activities. The children have daily opportunities for fresh air and exercise to ensure they are physically active. They also have regular visits to the local park, where the childminder encourages them to explore the play equipment. This enables the children to gain an understanding of taking safe risks and develops their self- assurance. The childminder is attentive and demonstrates her understanding of keeping children safe throughout their play and the daily routine.

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provision

The childminder has a clear understanding with regard to her role and responsibility in meeting the requirements of the Early Years Foundation Stage. She fully understands her responsibility to safeguard children in her care, and she has attended training to ensure she is informed with safeguarding issues. She has clear procedures to follow should she have any concerns. Written policies and procedures, relating to safeguarding with the required contact numbers, are readily available and she ensures parents are made aware of these at the outset of a placement. A range of relevant policies and procedures underpin the welfare and safety of the children attending. Written risk assessments are completed and used to minimise the risks to children.

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provision

Children make good progress because the childminder observes the children in her care and provides challenging learning opportunities for them to make good progress. She makes assessments of their learning and development in the prime and specific areas of learning. Her weekly planning is linked to her assessments and ongoing monitoring ensures children's individual learning styles are met. Parents' and children's views are sought. The childminder asks parents to give feedback about her service and discusses with the children what they enjoy doing, and these are linked to the evaluation of her service. The childminder's capacity to improve is reflected in her positive approach to addressing the actions raised at her last inspection, which was inadequate. She has accessed support from the local authority, and from the monitoring visit. This support has enabled her to implement procedures to record children's progress and review record

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provision

keeping, ensuring that risk assessments are updated, and attendance is accurately recorded as well as practice issues. She has started to complete a self-evaluation, which she acknowledges has had a significant, positive impact on her practice.

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provision

Partnerships with parents are good, and they have access to a wide range of information about their children's learning and development. The childminder has daily discussions to keep them informed of their children's progress, which supports them to continue their children's learning at home through similar activities. The observations and photographs, along with her overview about where children are in their learning, keep parents well informed. She has made good links with other early years settings children also attend. The sharing of information is effective to ensure children receive consistency and continuity in their learning. The childminder knows to work closely in partnership with local schools, to support children with transitions and their school learning. She also knows there may be occasions when she needs to work with specialised professionals, to support children with special educational needs or children who speak English as an additional

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY381090 Local authority Redcar & Cleveland Inspection number 976871 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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